Ensino de tomada de perspectiva para crianças com transtorno do espectro do autismo

• Ano de defesa: 2022
• Autor(a) principal: Luana Falkaniere Soares
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais
• Palavras-chave em Português: Psicologia - Teses; Psicologia cognitiva - Teses; Transtornos do espectro do autismo - Teses; Terapia cognitiva - Teses; Tomada de perspectiva; Teoria das molduras relacionais; Transtorno do espectro do autismo; Autismo; Ensino Naturalista; Natural Environment Training
• Link de acesso: https://hdl.handle.net/1843/53267

Perspective Taking (PT) is an important skill for our social repertoire as it makes it possible to know and respond to the perceptions and needs of others. In the view of Behavior Analysis, PT, studied by Relational Frame Theory (RFT), is part of the so-called deitic frame. People with Autism Spectrum Disorder (ASD) have significant difficulties with social communication and their ability to put themselves in the other's shoes show a developmental deficit when compared to typical development. The Barnes-Holmes Protocol (RFT-PT) is an instrument created based on the RFT to teach PT to neurotypical and atypical people, however there is still a need to carry out more research with the atypical public, in addition to incorporating the element of generalization and testing. these skills in a social context. The main objective of this study is to compare TP skills in children with ASD between four and eight years old with before and after the application of the RFT-PT. The specific objectives include adapting the form of application of the Protocol focusing on the naturalistic teaching of the proposed activities in order to facilitate generalization. The method includes the application of two instruments (Social Skills Solutions and PEAK-T) in the pre- and post-test stages and carrying out the training via RFT-PT with adaptations in the teaching model for the Natural Environment Training (NET). The children's performance in the RFT-PT were analyzed individually and collectively, to verify the learning of PT skills, in addition to comparing the data collected in the pre- and post-test phases. The results showed the effectiveness of the application of the protocol in the NET format, in addition to affirming the generalization when observed in the natural context of the children's group.